Right Now… MUSIC OF COLOURS - Programa Educativo

Transcription

MUSIC
OF
COLOURS
Teacher’s guide
with resources for the formative action
Illustrated by iiago for En Babia Comunicación Social, 2013. www.estasenbabia.com
Right Now… School Day of Peace and Non-violence
Sponsor a child with
A RESOURCE TO EDUCATE IN SOLIDARITY
WEDUCOLE provides a great opportunity for the educational community to participate
actively in a solidarity and education project by sponsoring a child collectively
through Ayuda en Acción.
Through Wedu, the students will be able to:
• keep in contact with the children they sponsor and learn about their families and
their daily lives.
• receive messages from their school class. Thus, the solidarity link extends to the
whole educational community.
• cultivate solidarity from their childhood with a joyful and enjoyable experience.
• develop social and citizenship competencies through communication, learning
and empathy.
• share a practical example of solidarity with the educational community and learn
what we can do to improve the world we live in.
SPONSORING SCHOOLS AND FAMILIES
SPONSOR WITH WEDU It’s more than traditional solidarity action.
This Ayuda en Acción project is specially designed for children, families and schools.
Our aim is to strengthen the links among equals through the materials that we send
periodically to the schools or homes. In the project website you can also find contents for
children and other proposals for participation.
If your school is currently sponsoring with Ayuda en Acción, you can continue keeping
the solidarity link with the same child and, at the same time, receive communications
and proposals from Weducole. You only have to sign in through our website and
request your member code.
Find out more and participate with your students in:
ayudaenaccion.org/wedu
Learning materials edited by Ayuda en Acción for the Educational Programme RIGHT NOW...
Contents created by the Fundación Pública Andaluza Barenboim-Said, Ayuda en Acción and En Babia Comunicación Social.
Design by En Babia for Ayuda en Acción. Illustrated by iiago for En Babia.
Reproduction, dissemination and non-profit use of these educational materials are authorised, provided that the use of such information is accompanied
by an acknowledgement of their source and authors.
OVERVIEW
AND GENERAL
OBJECTIVES
OF THE ACTIVITY
Right Now… MUSIC OF COLOURS deals with the School Day of Peace and Nonviolence and aims to make the educational community think about the real and
symbolic barriers that we build to protect ourselves from fear. These barriers cause
even more fear and intolerance. In addition to this, this action asks students
to confront the need to understand the nature of things and search for ways of
overcoming their fears.
Besides, this action presents music as a common place where people from different
nations meet and connect, in order to promote the spirit of peace, dialogue and
reconciliation among cultures.
Some of the preliminary objectives of the activity are:
• To reflect on the ideas of peace, dialogue and reconciliation, analysing the
differences between the violent and negotiated resolution of conflicts.
• To examine the consequences that the violent resolution of conflicts may have for
the development of people and nations. Stress the need to seek agreements.
• To propose solutions that strive for guaranteeing peace and the elimination of
existing conflicts.
Some of the objectives of the activity itself also highlight:
• Sharing some feelings - happiness, fear, excitement – that are common to all people
and, through them, finding common ground against differences.
• Using music as a common language and a vehicle for solidarity and cooperation.
• Showing the potential of people to change what they do not like or consider unfair
and the importance of the small gestures.
Right Now… MUSIC OF COLOURS
3
PREPARATION
AND INVOLVEMENT
OF THE
SCHOOL
Right Now… MUSIC OF COLOURS is an action with educational aims in relation with the
School Day of Peace and Non-violence that pursues to gather the whole educational
community together around the same narrative. Though designed as a musical activity,
this action seeks to involve not only music teachers but also the whole school.
Support resources for teachers
• In this guide, you will find different “roadmaps” to teach an introductory class with
your students according to their year group.
• We have developed three content levels that include Nursery, Primary and Secondary
Education. We hope you will find our ideas useful. However, we are aware that certain
adaptations may be needed, given each school’s curriculum requirements and
particular needs.
• The Fundación Baremboim-Said and Ayuda en Acción encourage you to participate in
our blog by posting your comments and experiences. These may be new “roadmaps”
better suited for a particular year group or subject, or new ideas to complement or
improve the activity. Your collaboration will be most valuable to us!
• At the end of this Guide you will find the section Focussing on the issue… where you
will find additional resources to work with this activity.
Resources for preparing the students
• As indicated in the “roadmaps”, the purpose of the activity must be explained clearly
in advance to our students.
• All the worksheets gathered in the contents for the different stages in this Guide are
downloadable from our blog.
Resources for involving the families
• Our project aims to involve families and to encourage them to continue with the activity
at home. For this, it is important that all students receives a copy of the worksheet “for
families” from our blog.
Resources for involving non-teaching staff
• We suggest informing and involving the non-teaching staff in the development of the
activity.
• In particular, in Right Now…MUSIC OF COLOURS all the staff can do the worksheet at
home with their families.
4
School Day of Peace and Non-violence
Resources for promoting the activity inside and outside the school
• In the welcome folder for this project you can find a sample of the posters
designed by Ayuda en Acción to promote each action.
• These posters can be downloaded from our blog. You only need to add the date
when the activity will be held in the school.
• We suggest that some local media be informed about the activity for news
coverage.
• In our blog’s Gallery, we will publish all the materials produced in your school
that you send us: photos, videos, etc. Your action could serve as an example for
other schools to TAKE ACTION!
AND RIGHT NOW… TAKE ACTION!
The day has come! Here are some general ideas that can be of help:
• We recommend carrying out the action on January 30th, School Day of Peace
and Non-violence. However, should this date not suit you, the action may also
be done on June 21st, Music Day, held on the first summer day in the Northern
hemisphere; on October 1st, UNESCO International Music Day; on November
22nd Saint Cecilia (patron saint of music) or on any other date that suits your
schedule of school activities.
• The collective action will consist of covering a wall in the school with pieces of
coloured papers containing song lyrics and the feelings that these songs convey
to the students. You can also attach the coloured pieces to a helium balloon and
release them, as a symbol of how music goes far above and beyond the walls
that divide the nations.
• You can also organise a “sound action” with school or own-made instruments
for the end of the activity, either in the classroom or at home.
• Use this day to work on the results of the worksheets that the students did with
their families.
• Have some extra pieces of coloured paper and instruments for those children
who did not bring any from home.
• You could also make the school bell ring differently that day, with a tune
previously chosen in class that means something positive for them.
• During playtime, you can play music on the school speakers so that students can
enjoy some background music while doing some various activities.
5
ROADMAP
Proposal for Nursery
School (ages 3-5) and
Infant School (ages 6-7)
05
min.
Introduction to the activity
• You can start by introducing some basic ideas on Peace and Nonviolence (for
instance, ask them if they often get angry with their siblings or their friends,
what they do when they get angry, what they believe it happens when adults
get angry).
• Tell them about the general idea of the story that you are going to read: a little child
that overcomes his fears and finds in music a common language to communicate
with another person, discovering elements that bring them together.
Ideas for the classroom
20
min.
1. Read a story
• We suggest the story “A crack in the wall”, so that you may choose the best way
of reading it.
• The story is about a little boy and a little girl that find in music a way to communicate
through the wall that divides them. Thanks to their joint effort, all the children
open small cracks of mutual knowledge that with time will grow so large that will
never be bricked up again.
• At the end of the story, you can ask some questions to your group of students (to
be answered as a whole class), solve any doubts and ensure that they understand
the story. Why are the adults frightened? What do ogres and dragons symbolise?
Why don’t the children understand each other in the beginning?
40
min.
6
2. Set the story to music
• Objectives:
To learn about timber qualities of the materials.
To explore the possible sound production of the instruments.
To learn to classify the instruments.
To listen actively and learn to create a brief musical form.
• Act out the story with music using everyday objects as musical instruments (i.e.
“quotidiaphones” - very simple instruments that we make up using everyday
objects) and other instruments produced in the classroom.
• You can show your students how music can help us recognise feelings. To
facilitate the activity we have divided the story into: fear/frustration (paragraphs
1, 2, 3, 7, 9, 10 and the beginning of paragraph 15), curiosity (paragraphs 4, 5, 6
and 8) and happiness (paragraphs 11, 12, 13, 14 and the end of paragraph 15).
You may also want to work this recognition with your students..
• Connect each of these feelings with the sounds and rhythms that you can make
with the instruments and the “quotidiaphones”. Split the class into groups
and read the text again with your own band.
• With the instruments you made up in the classroom and the “quotidiaphones”
you create a musical score of the story “A crack in the wall” in the form of a
musicogram, a drawing or a graph to reproduce and listen to music actively.
20
min.
3. Complete the story
• Although the story has an ending, we find it interesting that children can write
their own story.
• Use this worksheet for the students to think up the dialogue the between the
protagonists of the story. You can represent it in a mural so that all the class
works as a team, sticking pieces of coloured paper symbolising the songs that
went on each side of the wall.
WORKSHEET:
No
barriers!
WORKSHEET: A crack in the wall
WORKSHEET: Activity for families
7
20
min.
4. Guess the instruments
• Objective: To be able to recognise the timber of musical instruments.
20
min.
Divide the class into two teams and ask them to sit in a circle. Distribute the
instruments you made in the classroom, the “quotidiaphones” and the small
percussion instruments. The students (per teams) take turns to sit in the
centre of the circle blindfolded. One child plays one of the instruments. The
blindfolded child must guess the instrument. If s/he is right, his/her team
scores one point. The team with more points wins the game.
Ideas to do with the family
• Explain to the group that all the school will carry out an activity called MUSIC
OF COLOURS and inform them of the agreed date.
• Ask them to bring the worksheet ACTIVITY FOR FAMILIES with them on that date.
• Stick the action poster in the classroom.
• Give students the worksheet to complete at home with their families.
• This worksheet shows a proposal to reflect on the need to foster a culture of
peace and nonviolence, and on the possibilities that music offers as a vehicle
for solidarity and cooperation.
• It is important that the worksheets are returned to the classroom after they
have been completed so you can work with them on the day of the activity.
Do you have any more ideas for activities?
Write a comment in this
activity’s blog and share it
with the rest of Ayuda en Acción’s
educational community
Download the worksheets for this stage from our blog
http://programaeducativo.ayudaenaccion.org
8
ROADMAP
Proposal for
Junior School
(ages 8-11)
05
min.
• You can start by introducing some basic ideas on Peace and Nonviolence (for
instance, ask them if they often get angry with their siblings or their friends,
what they do when they get angry, what they believe it happens when adults
get angry).
• Tell them about the general idea of the story that you are going to read: a little child
that overcomes his fears and finds in music a common language to communicate
with another person who speaks a different language, discovering elements that
bring them together.
20
min.
1. Read a story
• We suggest the story “A crack in the wall”, so that you may choose the best way of
reading it.
• The story is about a little boy and a little girl that find in music a way to communicate
through the wall that divides them. Thanks to their joint effort, all the children
open small cracks of mutual knowledge that with time will grow so large that will
never be bricked up again.
• At the end of the story, you can ask some questions to your group of students (to
be answered as a whole class), solve any doubts and ensure that they understand
the story. Why are the adults frightened? What do ogres and dragons symbolise?
Why don’t the children understand each other in the beginning?
45
min.
2. Set the story to music. The musical orchestra
•Objectives:
To learn about timber qualities of the materials.
To explore the possible sound production of the instruments.
To learn to classify the instruments.
To listen actively and learn to create a small music composition.
• Act out the story with music using everyday objects as musical instruments (i.e.
“quotidiaphones” - very simple instruments that we make up using everyday
objects), other instruments produced in the classroom, small percussion
instruments, recorders and other instruments.
9
• You can show your students how music can help us recognise feelings. To
facilitate the activity we have divided the story into: fear/frustration (paragraphs
1, 2, 3, 7, 9, 10 and the beginning of paragraph 15), curiosity (paragraphs 4, 5, 6
and 8) and happiness (paragraphs 11, 12, 13, 14 and the end of paragraph 15).
You may also want to work this recognition with your students.
• Classify all the instruments according to their type: wood, metal, wind and
percussion and sit them up in a semicircle. Now we have the orchestra!
• Connect each of these feelings with the sounds and rhythms that you can make
with the groups of instruments.
• With the instruments you made up in the classroom and the “quotidiaphones”
you create a musical score of the story “A crack in the wall” in the form of a
musicogram.
• Put yourself ‘at the helm’ to ‘bring in the different groups of instruments’. Read
the story again with your own band.
WORKSHEET: A crack in the wall
WORKSHEET: Activity for families
20
min.
3. Complete the story
• Although the story has an ending, we find it interesting that children can
continue the story and write their own ending.
• Work in groups alternative endings for the story. Ask each group to write a
paragraph on what happens afterwards. Then students vote which of the
endings they like best.
• You can write all the sentences of the new ending in pieces of coloured paper
and post them on the class walls, symbolising the songs that went on each
side of the wall.
• You can also write the names of the songs you have identified in the different
parts of the story.
10
25
min.
4. Walls that divide, music that reunites
• Discuss with your students the number of walls in recent history that have
divided peoples and still do so.
• Do some research with your students on the most representative songs for
children in the cultures those walls divide.
• Learn with them a simple song for children of the divided peoples that still
exist, and end the story with it.
20
min.
OF COLOURS and inform them of the agreed date.
• Give students the worksheet to complete at home with their family.
Music of colours
We also recommend that you use
the music that you can find at:
www.barenboim-said.org/es/discografia_publicaciones/discografia/
Do you have any more ideas for activities?
with the rest of Ayuda en Acción’s
educational community.
11
ROADMAP
Proposal for
Secondary School
(ages 12-15)
05
min.
• Your student have certainly dealt with and learnt about cases of international
conflict. Discuss with them the consequences of these conflicts for the people
who suffer them. Learn about current conflict areas, refugee camps, etc.
• Explain to them the reason behind MUSIC OF COLOURS and the objective it
pursues. Allow them to express their ideas within the group so that they can
participate in a constructive debate.
15
min.
1. Music as a cultural symbol
• Comment with your students on some examples in which music has helped to
convey the joy and fear of peoples and its symbolic relevance.
• Divide your class into groups. Ask them to think of instances of music as a
cultural symbol and the way in which all nations and cultures use music as a
symbol (national anthems, religious hymns, etc.).
45
min.
2. The power of music
• Explain to them that some music has been forbidden during some totalitarian
regimes or war periods. Also, music has been used to spread some ideas
that were censored at some particular time in history (for instance, Nazism
prohibited jazz, and music was used to spread slave culture). Ask them to
bring to class examples of those moments and music.
• Explain what you feel when you listen to these songs and why you think they
were forbidden, or why they were used to spread ideas.
• Write the names of these songs and the associated feelings in pieces of coloured
papers and post them on the class wall to symbolise the power of music.
• We also recommend that you explore the feelings connected with the music you
can find at:
http://www.barenboim-said.org/es/discografia_publicaciones/discografia/
12
45
min.
3. Music that inspires peace
• Listen and comment on some of the events where music has inspired peace and
solidarity (the concert for Bangladesh, Live-Aid, Knowledge is the beginning and
the West-Eastern Divan Orchestra, Rostropovich cello performance at the Berlin
Wall, Beethoven’s Ode to Joy, the documentary Pau Casals: Music for Peace and
John Lennon’s Imagine).
• Discuss and analyse with your students the historical moments and the role that
music has played in fostering peace.
20
min.
4. Walls that divide, music that reunites
• Discuss with your students the number of walls in recent history that have
divided peoples and still do so..
• Do some research with your students on the most representative music styles of
the cultures those walls divide.
20
min.
OF COLOURS and inform them of the agreed date..
• Give students the worksheet to complete at home with their family.
We recommend that you check the content of the previous stages
and adapt their activities to your age group.
Do you have more ideas for activities?
with the rest of Ayuda enAcción’s
educational community.
13
TO
INTRODUCE
THE TOPIC
1. Fundación Barenboim-Said
• The school day for Peace and Non-Violence is celebrated on January 30th since
1964, the anniversary of Mahatma’s Gandhi’s death. This day schools work with
their students on the promotion of non-violent education and peace, tolerance,
concord and respect for Human Rights.
From Right Now… we put forward a proposal to commemorate this day, and for
this we have joined forces the Fundación Pública Andaluza Barenboim-Said, which
aims to promote the spirit of peace, dialogue and reconciliation through music. In
all their projects, music plays a key role in reconciliation between cultures and the
construction of peace.
2. Web resources:
• Web resources on the construction of musical instruments:
http://www.educacontic.es/blog/pequenos-luthiers
http://issuu.com/rivuslupe/docs/200_instrumentos_musicales_caseros
• Web resources on musicograms:
http://es.wikipedia.org/wiki/Musicograma
MONTOYA RUBIO, J.C., MONTOYA RUBIO, V.M. y FRANCÉS ARIÑO, J.M. (2010):
“Musicogramas con movimiento. Un paso más en la audición activa ”, en ENSAYOS,
Revista de la Facultad de Educación de Albacete, Nº 24, 2009.
Wuytack, J. y Boal Palheiros, G. M. (2009): “Audición musical activa con el
musicograma”, en Eufonía nº 47 , pp. 43–55.
• The school orchestra:
http://bit.ly/1556gJZ
• Web resources on music and peace:
http://escolapau.uab.cat/img/programas/musica/la_musica_la_paz.pdf
http://escolapau.uab.cat/img/programas/educacion/publicacion010e.pdf
http://www.rtve.es/television/20130410/pau-casals/637242.shtml
• Web resources on walls in the world:
http://www.bbc.co.uk/mundo/internacional/2009/10/091030_muros_primera.shtml
http://www.cadenaser.com/static/especiales/2007/muros/muros.html
http://www.publico.es/internacional/269849/los-muros-de-la-verguenza
14
3. Some examples of musical pieces conveying fear, sorrow and joy
FEAR
Beethoven, Symphony Nº 6, IV Allegro
http://www.deezer.com/track/65569734
The author entitled it “Thunderstorm. Storm” and so it starts, although at the end of
this movement and the next we see how the storm clears and joy and calm return.
Berlioz, Symphonie Fantastique, V Dream of a Witches Sabbath
From approximately 2:30, when the bells toll, until approximately 5:00, the composer
dreamt that he was present at his own burial.
Mussorgsky, Night on Bald Mountain
This piece tells the story of a Saturday night before St. John’s day at Bald Mountain,
where there is a witches’ coven to honour the Devil.
Dukas, Sorcerer’s Apprentice (L’apprenti sorcier)
It is the most famous scene of Disney’s classic Fantasia, where Mickey is a sorcerer’s
apprentice that tries to bring a broom to life to do the chores that his master had
given him and the broom ended up flooding the entire tower.
SORROW
Tchaikovsky, Symphony Nº 6, IV Finale - Adagio lamentoso
The final movement of last Tchaikovsky’s symphony; released under his direction
only nine days before he died. It is said that this movement conveys the composer’s
deep sorrow for approaching the end of his own life.
Sibelius, Symphony Nº 4, I Tempo molto moderato, quasi adagio
This symphony was composed soon after the author suffered from throat cancer
and soon after Word War I broke out, so one can appreciate a distinct feeling of
desperation or agony.
Samuel Barber, Adagio for strings
It is exceptionally moving for its dynamic evolution in crescendo until approximately
min 7 and the feeling of immense emptiness of the silent lapse that preludes the
final interval.
JOY
Beethoven, Symphony Nº 9, IV Presto - Allegro assai ‘Ode to Joy’
Classic amidst classics, Europe’s anthem, Beethoven’s most famous composition
and probably the most famous piece of all classical music. The text of this work was
written only four years before the French Revolution that would change Europe and
the world forever.
Charpentier, Prelude to‘Te deum’
The prelude to this work has also become one of the melodies that unite European
citizens on several occasions during a year, as just before beginning the European
Song Contest or as a prelude to the New Year Concert.
Johann Strauss (senior), Radetzky March
On January 1st, hundreds of people clap live (and many million more from home) the
times of this brief march in the New Year Concert of Vienna Philharmonic Orchestra.
15
Ayuda en Acción is Spanish non-government organisation for development cooperation
with a presence in America, Africa and Asia since 1981.
Over 30 years now, we have been working to improve the living conditions of the poorest
communities and transform in this way the lives of millions of people, through selfsustaining development programmes and awareness raising and political advocacy
campaigns.
We count on more than 135,000 collaborators, thanks to whom we work on 130
development programmes in 22 countries in America, Africa and Asia benefiting more
than 3 million people.
Text by Xosé Alberto López Arias and illustration by iiago for En Babia Comunicación Social, 2013. www.estasenbabia.com
School Day of Peace and Non-Violence
A crack in the wall
1arcos
Marcos
always
always
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about
about
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andand
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had tried
to filltoinfillso
in that
so that
nobody
nobody
could
could
seesee
through
through
them.
them.
7e He
brought
brought
his his
faceface
close
close
to one
to one
of the
of the
crevices
crevices
andand
peeped
peeped
at some
at some
oldold
houses
houses
andand
a a
farmland
farmland
with
with
sheep
sheep
andand
goats.
goats.
He He
feltfelt
a bit
a bit
disappointed
disappointed
because
because
there
there
waswas
no no
trace
trace
of of
ogres
ogres
or ghosts.
or ghosts.
So So
whywhy
diddid
they
they
need
need
a wall
a wall
to stop
to stop
people
people
going
going
there
there
if there
if there
were
were
only
only
farm
farm
animals
animals
andand
a few
a few
houses?
houses?
It was
It was
all very
all very
strange.
strange.
8e went
He went
on along
on along
thethe
wallwall
to find
to find
another
another
fissure
fissure
from
from
where
where
to see
to see
better.
better.
After
After
a long
a long
walk
walk
he he
spotted
spotted
a gap
a gap
bigbig
enough
enough
to put
to put
his his
armarm
through.
through.
At that
At that
moment
moment
he he
remembered
remembered
his his
grandma’s
grandma’s
words:
words:
“don’t
“don’t
poke
poke
your
your
nose
nose
intointo
it ” it
and
” and
he thought
he thought
he should
he should
notnot
putput
his his
hand
hand
intointo
it. But
it. But
he finally
he finally
gave
gave
in to
inhis
to his
curiosity.
curiosity.
9e He
suddenly
suddenly
feltfelt
something
something
holding
holding
his his
hand
hand
tightly.
tightly.
A shiver
A shiver
went
went
down
down
his his
spine.
spine.
Marcos
Marcos
waswas
about
about
to scream
to scream
butbut
terror
terror
disappeared
disappeared
when
when
he realised
he realised
thatthat
whoever
whoever
waswas
holding
holding
his his
hand
hand
waswas
a little
a little
girlgirl
of his
of his
age.age.
—Hi!
—Hi!
—said
—said
he—.
he—.
What’s
What’s
your
your
name?
name?
Page 2
EnBabia Comunicación Social for Ayuda en Acción, 2013. www.estasenbabia.com
A crack in the wall
10t she
Butdid
shenot
didreply.
not reply.
MaybeMaybe
she was
she
also
was
frightened.
also frightened.
MarcosMarcos
sat on the
satground
on the facing
groundthe
facing
wall the
and wall
so did
and
the
solittle
did the
girl.little
Theygirl.
could
They
seecould
eachsee
other
each
through
otherthe
through
crackthe
in the
crack
wall.
inMarcos
the wall.tried
Marcos
to start
triedsome
to start
conversation.
some conversation.
He told herHe
hetold
had her
wished
he had
to discover
wished fantastic
to discover
dragons
fantastic
but now
dragons
he was
butglad
nowto
hehave
was glad
found
toahave
world
found
like his
a world
own behind
like his the
ownwall,
behind
withthe
curious
wall, with
children
curious
likechildren
him
thatlike
wanted
him that
to learn
wanted
about
to learn
the secrets
about the
of the
secrets
otherofside.
the other
The little
side.girl
The
only
little
shrugged.
girl only shrugged.
It was
certain
It was
that
certain
they spoke
that they
different
spoketongues.
different tongues.
11arcos
Marcos
started
started
singing
singing
softly
softly
again
again
to calm
to calm
down
down
a bit,a as
bit,he
asdid
hewhen
did when
he was
he was
nervous.
nervous.
Then
Then
the little
the little
girl on
girlthe
on other
the other
sideside
of the
of wall
the wall
started
started
singing
singing
too. too.
It was
It was
for sure
for sure
the same
the same
songsong
Marcos
Marcos
was was
singing.
singing.
It was
It was
one one
of the
of popular
the popular
songs
songs
thatthat
he had
he had
learnt
learnt
fromfrom
his teacher
his teacher
and and
thatthat
his parents
his parents
always
always
likedliked
when
when
he practised
he practised
withwith
his trumpet.
his trumpet.
A very
A very
old song
old song
fromfrom
his his
grandparents
grandparents
thatthat
everyone
everyone
sangsang
happily
happily
when
when
he played.
he played.
The The
littlelittle
girl changed
girl changed
the lyrics
the lyrics
and and
sangsang
in a language
in a language
thatthat
Marcos
Marcos
could
could
not understand,
not understand,
but her
but intonation
her intonation
was was
perfect.
perfect.
12arcos
Marcos
believed
believed
thatthat
the the
song
song
waswas
much
much
older
older
thanthan
thatthat
bulkbulk
of concrete
of concrete
thatthat
separated
separated
them
them
andand
theirtheir
music
music
hadhad
survived
survived
all those
all those
years
years
of isolation.
of isolation.
He was
He was
overover
the moon:
the moon:
at at
last last
he had
he had
discovered
discovered
the secrets
the secrets
behind
behind
the wall!
the wall!
They
They
werewere
people
people
like like
him,him,
withwith
theirtheir
joysjoys
andand
sorrows,
sorrows,
withwith
theirtheir
hopes
hopes
andand
fears.
fears.
OnlyOnly
thatthat
theythey
werewere
separated
separated
by aby
stupid
a stupid
andand
dirtydirty
wall.wall.
14heThe
next
next
dayday
he went
he went
back
back
to the
to the
crack
crack
in the
in the
wallwall
hoping
hoping
to find
to find
the the
littlelittle
girl. girl.
ThisThis
timetime
he he
had had
his trumpet
his trumpet
withwith
him.him.
He thought
He thought
thatthat
if heifplayed
he played
the song
the song
her new
her new
friend
friend
might
might
singsing
it. it.
Indeed,
Indeed,
the little
the little
girl of
girlthe
of big
theeyes
big eyes
was was
waiting
waiting
for him.
for him.
But But
to his
tosurprise,
his surprise,
she she
had had
brought
brought
a clarinet.
a clarinet.
As he
Asstarted
he started
playing
playing
the tune
the tune
of that
of that
song,
song,
she joined
she joined
the melody
the melody
and and
theythey
played
played
a perfect
a perfect
duet.
duet.
When
When
theythey
finished
finished
the song,
the song,
theythey
looked
looked
at each
at each
other
other
and and
theythey
burst
burst
out out
laughing
laughing
in joy.
in A
joy.
small
A small
crack
crack
in the
in wall
the wall
was was
enough
enough
to let
tothe
let music
the music
passpass
through.
through.
TheyThey
had had
eventually
eventually
communicated
communicated
in a language
in a language
bothboth
could
could
understand.
understand.
15arcos
Marcos
andand
his new
his new
friend
friend
metmet
there
there
every
every
day.day.
He always
He always
brought
brought
withwith
him him
scores
scores
thatthat
he he
copied
copied
in sheets
in sheets
of paper
of paper
withwith
beautiful
beautiful
colours.
colours.
Every
Every
day day
more
more
and and
more
more
children
children
gathered
gathered
to listen
to listen
to the
to songs
the songs
thatthat
Marcos
Marcos
and and
his friend
his friend
shared
shared
on each
on each
sideside
of the
of wall.
the wall.
Some
Some
of them
of them
alsoalso
played
played
theirtheir
ownown
instruments.
instruments.
NewNew
songs
songs
wentwent
through
through
the cracks
the cracks
theythey
werewere
opening
opening
in the
in wall.
the wall.
There
There
werewere
more
more
and and
more
more
songs
songs
in in
the air
theand
air and
more
more
and and
more
more
cracks
cracks
in the
in wall.
the wall.
16hen
When
the music
the music
became
became
so loud
so loud
thatthat
got to
got
the
toears
the ears
of the
ofadults,
the adults,
these
these
approached
approached
the wall
the wall
withwith
fear.fear.
TheyThey
had had
learnt
learnt
thatthat
the wall
the wall
separated
separated
two two
towns
towns
thatthat
had had
always
always
fought
fought
and and
the the
wall wall
protected
protected
them
them
fromfrom
theirtheir
enemies.
enemies.
But children,
But children,
whowho
knew
knew
nothing
nothing
about
about
thatthat
war,war,
had had
opened
opened
so many
so many
cracks
cracks
in the
in wall
the wall
thatthat
theythey
had had
exposed
exposed
“the“the
other
other
side”side”
to view.
to view.
A world
A world
where
where
all men
all men
and and
women
women
are equal,
are equal,
regardless
regardless
of their
of their
origin
origin
and and
faith.
faith.
The The
littlelittle
cracks
cracks
werewere
nownow
pathways
pathways
thatthat
would
would
never
never
be closed
be closed
again,
again,
thanks
thanks
to the
to hopes
the hopes
and and
dreams
dreams
of of
those
those
children.
children.
Page 3
EnBabia Comunicación Social for Ayuda en Acción, 2013. www.estasenbabia.com
A crack in the wall
Illustrated by iiago for Ayuda en Acción, 2013. www.estasenbabia.com
No barriers!
Right Now… is an educational programme promoted by Ayuda
en Acción that aims to involve the whole educational community
(students, teachers, families and non-teaching staff) in building
a fairer world, through the different awareness-raising activities
focussed on reflection and on the promotion of human rights.
MUSIC OF COLOURS, a joint educational action with the
Fundación Pública Andaluza Baremboin-Said, deals with the
School Day of Peace and Non-Violence and aims to make the
educational community think about the real and symbolic
barriers that we build to protect ourselves from fear. These
barriers cause even more fear and intolerance. In addition to this,
this action asks students to confront the need to understand the
nature of things and search for ways of overcoming their fears.
Besides, this action presents music as a common place where
people from different nations meet and connect, in order to
promote the spirit of peace, dialogue and reconciliation among
cultures.
Your children have done some preparatory activities in class to
explore the issue, and during this day they the school will hold
a collective action in which music and related feelings will have
a primary role.
Please complete this worksheet at home with your children and
reflect with them on this issue. Make sure your children have
the worksheet with them on the day of the action. Thanks for
your collaboration!
Tell us about your experience in our blog:
Add to the list songs from other countries,
from any styles and times, which you think
may symbolise peace, non-violence and other
related feelings.
Example 1
Title:
“Ode to Joy”
Composer: Beethoven
Peace, optimism
Tags:
Example 2
Title:
“Imagine”
Composer: John Lennon
Peace, tolerance, non-violence
Tags:
Example 3
Title:
“Papeles mojados”
Composer: Chambao
Inequality, fear, empathy, sorrow
Tags:
Illustrated by iiago for Ayuda en Acción, 2013. www.estasenbabia.com
Activity for families

Right Now… MUSIC OF COLOURS - Programa Educativo

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